Transcription

1 Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages From HAZELDEN

2 What is Young Men s Work? Young Men s Work: Stopping Violence and Building Community is a program for young men, ages fourteen to nineteen, who are working together to solve problems without resorting to violence. The program also looks at the underlying messages our society gives adolescent males about what it means to be a man. By addressing the roots of male violence, this effective curriculum helps young men break the cycle of violence passed from generation to generation. Activities and materials help young men challenge the beliefs that lead to violent behavior and teach them how to successfully resolve conflict. The curriculum includes 26, 45 to 50 minute sessions, but shorter programs are also possible. The Young Men s Work program includes the following components: Facilitator s Guide Use this simple, straightforward, and comprehensive manual to get started in implementing a Young Men s Work program. This manual provides background information on the topics covered in the curriculum, implementation ideas, and step-by-step session outlines. Teen Handbook This handbook serves as a supplement to the curriculum and is where young men can keep a written record of their participation in the program. Video This video teaches young men how to challenge the beliefs that lead to violent behavior. The video can be shown as part of the program or used independently of the program.

3 Posters These three posters reinforce major themes from the Young Men s Work program. With Whom Would You Use Young Men s Work? The young men you bring together may come from a variety of settings: your school, an athletic program, a treatment program, or a juvenile detention center. They may be athletes, fathers, recovering substance abusers, youth leaders, problem youth, or boyfriends or friends of young women who have been victims of violence. Despite the diversity of backgrounds, they all have one thing in common they are dealing with violence in some way. What Is the Focus of Each Lesson? Part 1: Session 1: Power and Violence Session 2: Act Like A Man Session 3: Being Hurt By Violence Session 4: Bullies Session 5: Out of the Box Session 6: Who Am I? Session 7: Women Session 8: Allies to Women Session 9: Becoming Allies Session 10: Between Men

5 Curriculum Scope & Sequence Session Title Learner Outcomes This session will enable young men to: Session 1: Power and Violence give examples of physical, sexual, verbal, and emotional violence understand the social framework of power and violence describe the cycle of violence commit to the group agreements Session 2: Act Like a Man understand how boys are trained to be men identify how they themselves were trained identify the costs of male socialization connect the male role to the enforcement of the power system Session 3: Being Hurt By Violence describe how they have been abused and how that has affected them describe the feeling funnel analyze how drugs relate to feelings describe the typical responses to being hurt Session 4: Bullies identify basic needs and reasons why people resort to force to get their needs met identify the gains and costs of being a bully analyze how weapons increase the cost of bullying Session 5: Out of the Box describe four basic ways they can get their needs met recognize when they are getting angry describe the four steps in taking a time-out be able to take a time-out when needed commit to the non-violence pledge Session 6: Who Am I? describe and take pride in their ethnic heritage draw on a male history of resistance to the box from within their heritage describe how class, racism, and other differences get between men

6 Curriculum Scope & Sequence (continued) Session Title Learner Outcomes This session will enable young men to: Session 7: Women describe and understand how the Act-Like-A-Lady Box works acknowledge how they may have contributed to hurting women understand how women get blamed Session 8: Allies To Women describe how violence affects women understand the effect that being violent has on men interrupt violence against women without escalating the violence identify the next step in being an ally to women Session 9: Becoming Allies give examples of individual and group resistance to violence describe and give examples of what it means to be an ally commit to the ally pledge choose effective, non-violent ways of getting into the mix Session 10: Between Men identify how to give and receive support from other guys caringly challenge other young men about destructive or selfdestructive behavior wind up the group experience on a positive note Session 11: Re-introduction define responsibility and community connect the Power Chart to problems in their community understand how children are hurt by violence from the adult world identify their goals for these sessions

7 Curriculum Scope & Sequence (continued) Session Title Learner Outcomes This session will enable young men to: Session 12: The Big Boxes understand the Big Boxes, or institutions, that reinforce the Act- Like-a-Man Box describe the function of control in men s lives distinguish between power and control be allies without controlling others Session 13: Getting By: Men, Class and Money understand how the class structure operates in this country find their own place on the Economic Pyramid understand the impact of economic discrimination on men celebrate the history of struggle to challenge the Economic Pyramid Session 14: Men, Race and Culture examine the concepts of race and culture and their role in violence build respect for racial and cultural diversity build interracial communication understand racism and anti-semitism and their effects on young men Session 15: Brothers: Class and Race Alliance build cross-racial and cross-class alliances learn cooperation and support through alliance Session 16: Losses review the effects of Act-Like-a-Man training on young men s ability to show feelings identify a broad range of human feelings understand the healing process in the expression of feelings identify a personal experience of loss of a relationship support other young men dealing with loss

8 Curriculum Scope & Sequence (continued) Session Title Learner Outcomes This session will enable young men to: Session 17: Drugs identify how people use drugs to numb feelings analyze the personal and social effects of drugs identify other uses for drugs in our society understand and take responsibility for how they use drugs in their own lives make more informed choices about personal drug use Session 18: Taking Care of Myself identify basic needs human beings have understand the physical, emotional, and psychological risks young men learn to take as part of male socialization complete the Risks Inventory and identify personal risks they take identify better ways to take care of themselves make a commitment to other young men to take better care of themselves Session 19: Relationships with Men identify men in their lives now and in their past that they have had close relationships with understand the impact of male socialization upon men building close relationships describe the impact of homophobia upon men building close relationships take positive steps toward building non-abusive, close relationships with men in their lives Session 20: Creating Relationships 1 identify what brings them pleasure recognize their right to sexual pleasure understand their personal conditions for intimacy discuss aspects of men s sexuality and how it is socially constructed design healthy conditions for being sexually intimate with another person

9 Curriculum Scope & Sequence (continued) Session Title Learner Outcomes This session will enable young men to: Session 21: Creating Relationships 2 understand what male privilege is identify the costs of male privilege to women see how the Big Boxes reinforces male privilege, sexual harassment, and sexual assault Session 22: Creating Relationships 3 understand the dynamics and effects of sexual harassment and sexual assault reject the division of women into good girls and bad girls accept that no means no when a woman wants to stop sexual activity make a commitment to one specific action to stop violence against women Session 23: Creating Family acknowledge the diversity of families in the world describe the qualities of both caring and unsupportive families describe the kind of family they want to create identify the positive and negative pressures to have children identify their own reasons for having or not having children Session 24: My Future Session 25: Starting Where You Are Session 26: Saying Goodbye think about their future recognize and value their personal strengths begin thinking of job and educational possibilities connect family planning to education and job opportunities evaluate the support, safety, and obstacles they face in their current situation decide how to best further their plans strategize about actions to support other young people recognize and deal with resistance against their success describe and give examples of what it means to be an ally re-commit to the Ally Pledge begin to take responsibility for being allies to younger brothers conclude the group experience on a positive note

10 Meeting National Academic Standards** With the Young Men s Work Program Using the Young Men s Work program, you will meet the following standards: Health Education Standards (Grades 7 8): understands how peer relationships affect health (e.g., name calling, prejudice) understands how various messages from the media, technology, and other sources impact health practices knows strategies to manage stress and feelings caused by disappointment, separation, or loss knows characteristics and conditions associated with positive self-esteem knows appropriate ways to build and maintain positive relationships with peers, parents and other adults understands the difference between safe and risky or harmful behaviors in relationships knows techniques for seeking help and support through appropriate resources knows potential signs of self- and other-directed violence knows the various possible causes of conflict among youth in schools and communities, and strategies to prevent conflict in these situations knows how refusal and negotiation skills can be used to enhance health knows conditions that may put people at higher risk for substance abuse problems knows factors involved in the development of drug dependency and the early, observable signs and symptoms knows the short- and long-term consequences of the use of alcohol, tobacco, and other drugs knows strategies for coping with concerns and stress related to the changes that occur during adolescence.

11 Health Education Standards (Grades 9 12): understands methods to facilitate the transition from the role of a child to the role of an independent adult in the family knows skills to communicate effectively with family, friends, and others, and the effects of open and honest communication knows strategies for coping with and overcoming feelings of rejection, social isolation, and other forms of stress knows possible causes of conflicts in schools, families, and communities, and strategies to prevent conflict in these situations knows strategies for solving interpersonal conflicts without harming self or others knows how refusal, negotiation, and collaboration skills can be used to avoid potentially harmful situations understands the short- and long-term consequences of safe, risky, and harmful behaviors knows the short- and long-term effects associated with the use of alcohol, tobacco, and other drugs knows how the abuse of alcohol, tobacco, and other drugs often plays a role in dangerous behavior and can have adverse consequences on the community understands that alcohol, tobacco, and other drug dependencies are treatable diseases/conditions understands how physical, mental, social, and cultural factors influence attitudes and behaviors regarding sexuality

12 Life Skills Standards (Grades 7 12): identifies alternative courses of action and predicts likely consequences of each selects the most appropriate strategy or alternative for solving a problem examines different alternatives for resolving local problems and compares the possible consequences of each alternative challenges practices in a group that are not working demonstrates respect for others in the group identifies and deals with causes of conflict in a group determines the causes of conflicts displays empathy for others displays friendliness and politeness with others uses emotion appropriately in personal dialogues avoids overreacting to criticism **Standards are taken from Kendall, John S. and Robert J. Marzano, Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education (3 rd Edition). Aurora, CO: Midcontinent Research for Education and Learning (MCREL), 2000.

Prevent Dating Abuse! Safe Dates An Adolescent Dating Abuse Prevention Curriculum From HAZELDEN A CSAP Model Program What Is Safe Dates? The Safe Dates program is a dating abuse prevention program consisting

Academic and Supporting Activities Foxborough Regional Charter School will provide age appropriate instruction on bullying prevention in each grade that is incorporated into the school s curricula. Effective

Sexual Health Education Scope and Sequence for grades Kindergarten to High School Kindergarten Lesson 1: Private vs. Public Students identify public and private body parts using medically-accurate vocabulary.

Every morning... Every Lunch Hour... Every Afternoon... Every day, bullying hurts another child. Learn how you can help stop bullying. Communities and schools in Manitoba are taking action to stop bullying

THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Health Education The Physical Education curriculum is designed to encourage a commitment to a lifelong healthy lifestyle. Our program promotes personal, social,

Instructor s Guide for Youth Corrections Series for Young Women: Choices, Consequences, and Your Future Overview Everyday we make choices that impact our health and physical and mental well being. These

Raising Awareness of Domestic Violence SAOL 2013 Domestic Violence the actual or threatened, physical, emotional, psychological, sexual or financial abuse of a person by their partner, family member or

State Board of Education Guidance for School Substance Abuse and Violence Prevention Policy It is the goal of the State Board of Education to 1) eliminate the use, distribution, and/or possession of alcohol,

Support children and young people to develop a positive identity Overview This standard identifies the requirements when you support children and young people to develop a positive identity and thereby

HIGH SCHOOL Students in high school demonstrate comprehensive health knowledge and skills. Their behaviors reflect a conceptual understanding of the issues associated with maintaining good personal health.

National Health Education Standards: For Students HEALTH EDUCATION STANDARD 1: Students will comprehend concepts related to health promotion and disease prevention. Basic to health education is a foundation

Parent Newsletter 1 [School Letterhead] Dear Parent/Guardian: In recent years, there has been a growing concern around the country about student safety. Behaviors that had traditionally been allowed to

PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this

Interpersonal Violence and Teen Pregnancy: Implication and Strategies for Community-Based Interventions Mission: To engage, educate and empower youth to build lives and communities free from domestic and

The Health Pacing Guide is the recommended sequencing and concepts to teach in health education classes. The idea is to align the district health curriculum across the district with health educators teaching

The Concept of Risk and Adolescent High Risk Behaviors Janice Selekman DNSc, RN, NCSN, FNASN Professor University of Delaware Risk is. - A concept that denotes a potential negative impact to some characteristic

All Stars What is All Stars? The central program in the All Stars series is called All Stars Core. In All Stars Core, students identify positive ideals and future aspirations. They participate in games

Bullying Prevention: Steps to Address Bullying in Schools Getting Started Bullying can threaten students physical and emotional safety at school and can negatively impact their ability to learn. The best

BELLRINGER: Please get out your Creekside Planner and your Notes from yesterday! Don t have the notes? Pick them up here! LEARNING TARGETS I can define conflict and apply its definition to bullying I can

Attitudes and values Students identify attitudes and values for a healthy, active lifestyle and demonstrate values consistent with the prevention of ill-health; the acceptance of personal responsibility

Year Seven Unwritten Rules and Managing Conflict Time: approximately 60 minutes Learning Outcomes By the end of this lesson: All young people will be able to explain how some unwritten rules can lead to

REGULATIONS REGULATIONS NO: A-AD-137-10 SUBJECT: Bullying Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause

MYTH: In 85% of family violence cases the victims are women beaten by male partners. Male victims of intimate partner violence are rare. REALITY: According to the National Intimate Partner and Sexual Violence

Workforce Development Online Workshop Descriptions Behavioral Health Service Delivery Workshops: The Effects of Violence Exposure on Children (1.5 hours) Regretfully, violence against children and youth

Equality Policy St Jerome s Catholic Primary School In this small space we learn to value one another, To think, to learn, to wonder and create. The School aims: * to provide the best possible educational

A DEFINITION OF BULLYING The Triad Of Bully, Victim, and Bystander: Long-term Implications and Immediate Interventions Presented at LPSA Conference November 1-4, 2011 BULLYING AT SCHOOL IS DEFINED AS AGGRESSIVE

Communicating about bullying Bullying is a widespread and serious problem that can happen anywhere. It is not a phase children have to go through, it is not just messing around, and it is not something

Scope and Sequence: Early Learning WEEK 1 Welcoming Weekly Concepts UNIT 1: SKILLS FOR LEARNING There are many ways to welcome someone new to class. Welcoming someone is a way to show you care. Welcoming

Do you know if your teenager is in an abusive relationship? Introduction www.direct.gov.uk/spotteenabuse Abuse, rape and sexual assault can happen to anyone regardless of age, gender or personal situation.

Spirituality You have indicated that you need to pay more attention to the area of Spirituality. We recommend developing I may not know what I want to do yet with my life, but I know my life has meaning

Youth Violence Youth Violence is the 4th leading cause of death in young people worldwide. 200,000 die each year. The Health Sector Role in Prevention and Response What is youth violence? Youth violence:

A Log for Understanding Your Partner s Hurtful and Abusive Actions ACTIONS: Briefly describe a situation and the abusive and hurtful ACTIONS he used against you (Examples: statements, gestures, tone of

Unit Purpose: The lessons in this unit emphasise the importance of communication and critically analyse different approaches to communication. This analysis will include a focus on verbal and non-verbal

Preventing Bullying and Harassment of Targeted Group Students COSA August 2013 John Lenssen Definition Bullying is unfair and one-sided. It happens when someone keeps hurting, frightening, threatening,

Part 2: About Harassment, Intimidation and Bullying (HIB) 1 This is the second of four tutorials designed to help parents understand the Anti-bullying Bill of Rights Act. Part 1 provides information on

Healthy Relationships for teens Relationships are difficult & take time to get right! Presented by: Developed by Prevention & Promotion Mental Health & Addiction Services, Western Health Types of Relationships

How does this tool relate to whole-school sexuality education? The Whole-school Sexuality Education Model contains three key areas of action: Curriculum, Community links, partnerships and services School

Working together to keep our students safe and healthy A parent s guide to the revised Health and Physical Education (HPE) curriculum 2015 16 At the Peel District School Board, we re committed to the well-being,

KEY MESSAGES and DISCUSSION PROMPTS PURPOSE These posters aim to provide young men with positive messages about relationships and their roles and behaviour within them. It s about mana uses a strengths-based

The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine

North Scott Junior High Guidance Curriculum ASCA NATIONAL STANDARDS: ACADEMIC DEVELOPMENT DOMAIN Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning

Working with families affected by domestic violence Recipe for Resilience: Working with families affected by domestic violence This session will be a great fit for family support workers and other service

DEAR PARENT OR CAREGIVER Today s young people have access to more information than ever before, and are inundated with often contradictory messages about healthy relationships. They re accustomed to sifting

High School 115.C. Chapter 115. Texas Essential Knowledge and Skills for Health Education Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education

Teenage relationship abuse A parent s and carer s guide to violence and abuse in teenage relationships INTRODUCTION Do you know if your teenager is in an abusive relationship? The answer may surprise you.

Background Information on Bullying Questions and Answers Question: What Is Bullying? In order to address the issue of bullying, it is important to clearly understand how bullying is defined. A commonly

II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

Open Residential Firesetting and Sexual Behavior Treatment Program ABRAXAS Open Residential Firesetting and Sexual Behavior Treatment Program Since 2006, the Abraxas Open Residential Firesetting and Sexual

INTRODUCTION The Random Acts of Kindness Foundation (RAK) has created writing prompts for teachers to use as a supplement to their writing curriculum. These narrative and opinion writing prompts reinforce

SCHOOL SOCIAL WORK ASSOCIATION OF AMERICA Improving academic and behavioral outcomes through social emotional learning. INTRODUCTION & REFERENCES REFERENCES Collaborative for Academic, Social, and Emotional

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

Understanding Eating Disorders in the School Setting Let s Talk Eating Disorders Educational Program Funded by the Government of Newfoundland and Labrador Department of Health and Community Services Eating

Interpersonal Development In Interpersonal Development, there is one point (0.5) at Foundation for assessing student progress towards the Foundation standard. Interpersonal Development Progressing towards

Neighbours, Friends and Families How to Talk to Men Who are Abusive Are you concerned about someone you think is abusive to his partner, but don t know what to do? This brochure describes the warning signs

Healthy Relationship Activities INTRODUCTION REMEMBER!!! BE ENERGETIC! This is about creating an experience for the participants. GOOD EYE CONTACT SPEAK CLEARLY AND LOUDLY WITH ENERGY TAKE YOUR TIME Activity

Healthy Living Grade 7 Resources Page 1 of 6 Title: Kids in the Know Feb. 2011 Description: Kids in the Know is an interactive safety education program for increasing the personal safety of children and

Through the Eyes of a Child Child Development Centre Did I do something wrong, to make you lose control? Anger so strong, or do you even know? That when you come home, I want to run and hide The pain is

Unit overview Elements of competence 312a 312b 312c Identify, and help children and young people to assess their social, emotional and identity needs Support children and young people to develop a positive